The Dragonfly Journal

By the Fourth-Grade Students of Mrs. Claudia A. Katz and Ms. Tamara Somers, Henry Ford Elementary, Hazel Park, Michigan

Editor’s Note: This post is a vintage treasure from our archives, originally published in the September/October 1996 issue of Dragonfly Magazine. It highlights a classic inquiry method—KWPDLS—that helps young scientists organize their curiosity about the world around them.

The Spark

It all started with the clouds. Our teacher, Mrs. Katz, read us The Cloud Book by Tomie de Paola to help with our daily weather observations. As we wrote in our weather journals, we started looking up and wondering: what else is up there besides clouds?

We realized the air is a very busy place! We began brainstorming a massive list of everything that can be airborne. Our list grew and grew, including everything from bees and hot-air balloons to more surprising things like germs, odors, spider webs, and even volcanoes!

The Prediction

To organize our thoughts, we used a plan called KWPDLS:

1. What we Know
2. What we Want to know
3. What we Predicted
4. What we Did
5. What we Learned
6. What we Still need to learn

We predicted that we could categorize every airborne object based on how it moves or why it is in the sky. We also predicted that some things in the air are so small they can’t even be seen without help.

How We Investigated

We became “air detectives.” We took our giant list of objects and started sorting them into groups. To understand the invisible things in the air, like germs, we invited a special guest, Dr. Laura Katz. She showed us that the air is filled with microscopic travelers like bacteria, viruses, and molds.

To visualize our findings, we decided to build “Fabulous Flight Mobiles.” We grouped our objects into categories like “Gliders,” “Fliers,” and “Parachuters.” We drew the objects, cut them out, and used dowels and string to balance them in the air—just like the objects they represented!

What We Found

We learned that “flying” isn’t just one thing. Some things fly because they have wings (like bees), some because they are lighter than air (like hot-air balloons), and some just because they were thrown or launched (like balls or fireworks).

Dr. Katz taught us a very important lesson about “invisible” flight: when you cough or sneeze, you are launching germs into the air! We learned that by covering our mouths and washing our hands, we can stop those tiny “fliers” from traveling to other people.

Go Wild: Your Turn

Build a Flight Mobile! Can you categorize the world above you?

• The Grouping Challenge: Look out your window for ten minutes. Write down everything you see in the air. Can you group them by “Natural” vs. “Human-made”?
• The Mobile Build: Use markers, string, and sticks to create your own mobile.
• The Germ Test: Think about “odors” (like a stinky dog or fresh cookies). How do those scents “fly” to your nose?

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The Field Guide (For Educators)

• Subject/Grade Level: Physical Science / 3rd–5th Grade
• Inquiry Focus: Classification, Categorization, and the KWPDLS Inquiry Method.
• The Science Behind It: This activity introduces students to fluid dynamics and biology. It distinguishes between active flight (biological/mechanical propulsion) and passive transport (wind-born seeds, spores, and aerosols).
• Standards Connection: NGSS: K-2-ETS1-3 (Analyze data from tests of two objects designed to solve the same problem); MS-LS1-1 (Structure and function of microscopic organisms).
• Materials Needed:
  • Hanging rods (dowels or clothes hangers)
  • String and Scissors
  • Art supplies (markers and heavy paper)
  • The Cloud Book by Tomie de Paola (Optional for “The Spark”)